920:703 Writing Seminar
Spring, 2004
Office hours: MTh. 11:30-12:30 (or by appointment)
I. Introduction
This seminar focuses on writing for sociologists, and is restricted to graduate students in sociology. We will read several books to orient and guide our writing during the first three weeks of the course. After that, we'll write, share our work, redraft, and share our work again. My own experience is that true creativity comes only in the midst of the writing process. It's only through drafting, editing, and re-drafting and re-editing that you figure out what you think, clarify your conceptual argument, specify your research questions, and make your writing comprehensible to others. The perfect first draft exists only in myth.
II. Reading about Writing
There are several required readings, available at the Livingston Bookstore (or, in some cases, online):
Howard S. Becker. 1986. Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article. Chicago: University of Chicago Press.
Lee J. Cuba. 1988. A Short Guide to Writing about Social Science. Glenview, IL: Scott, Foresman and Company. (Chs. 1 and 8 only; available online)
Gary T. Marx. 1997. "Of Methods and Manners for Aspiring Sociologists: 37 Moral Imperatives." The American Sociologist, Spring:102-25. (available online)
Ross-Larson, Bruce. 1999. Stunning Sentences. New York: W.W. Norton & Company.
Ross-Larson, Bruce. 1999. Powerful Paragraphs. New York: W.W. Norton & Company.
William Strunk, Jr. and E.B. White. 2000. The Elements of Style, Fourth edition. New York: Pearson Allyn & Bacon.
Other reference books on writing/thinking (for reference only):
Alford, Robert R. 1998. The Craft of Inquiry: Theories, Methods, Evidence. New York: Oxford University Press.
Becker, Howard S. 1998. Tricks of the Trade: How to Think About Your Research While You're Doing It. Chicago: University of Chicago Press.
Powell, Walter. 1985. Getting Into Print. Chicago: University of Chicago Press.
Richardson, Laurel. 1990. Writing Strategies: Reaching Diverse Audiences. Qualitative Research Methods, Volume 21. Newbury Park, CA: Sage Publications.
Ross-Larson, Bruce. 1999. Riveting Reports. New York: W.W. Norton & Company.
Zinsser, William K. 2001. On Writing Well, 25th Anniversary: The Classic Guide to Nonfiction. New York: HarperResource.
III. What We'll Do: Weeks 1-3
Note: A paper draft (or dissertation chapter) is a requirement for enrolling in this course. Please bring your paper to the first class--we'll spend some time talking about where you are in the process of writing the paper, what sort of product you envision, and what audience you are addressing.
We'll spend the first three weeks reading and talking about writing. In week 1, we'll think broadly about writing as a profession (Cuba, Marx). Cuba talks more generally about the writing, editing, and rewriting process, and links it to thinking and rethinking. Marx puts writing in the "bigger picture" of being a professional academic. He offers 37 "moral imperatives" to socialize newcomers to the sociological trade. Although not required, you might also find this Chronicle article about inspiration interesting: "A Scholarly Appreciation of Irrational Inspiration."
In week 2, we'll focus mostly on the process of writing (Becker) and the rules of writing (Strunk and White). Becker has written a readable how-to book about the process of writing and its social organization. Strunk and White's book reminds me of those things I already know well (write in the active voice!!!) as well as those things that confuse me to this day (it's Roos's, not Roos', to make the possessive singular, even if it looks silly; but you can sometimes split those infinitives). Study these books well, and come to the class ready to talk about your own style of writing, your own writing tricks, and your own worries about the writing process.
For week 3, we'll focus on effective writing (two Ross-Larson books). These are readable books that really get down to the basics: how to make your sentences and paragraphs more effective.
The mechanics for weeks 1-3:
1) During the first three weeks, each of you will help to facilitate our understanding of the books/articles.
2) Tentative list of facilitators:
Cuba: Rachelle, Maria
Marx: Anna, Terri
Strunk & White: Angel
Becker: Sourabh, John
Ross-Larson, Stunning Sentences: Megan, Dmitry
Ross-Larson, Powerful Paragraphs: Roksana, Jeff
3) Each week, all class members should bring to class a list of at least three things you learned about writing that you didn't know before reading the book (bring enough copies for everyone in the class). You can include in your list things you think about differently now that you've read the book.
4) Facilitators will go one-step further: each facilitator will write a one-to-two paragraph reaction to the book as a whole, or to one of the author's arguments (again, bring enough copies for everyone in the class). For example, you might want to take issue with one of the author's claims. Alternatively, you might want to expand upon one of the author's arguments. We'll use these written pieces to stimulate discussion on the books. If there are two facilitators, the first will get us going, with the second jumping in along the way. The point is to stimulate discussion and debate issues the authors raise.
IV. Doing the Writing
Prior to Spring Break, each student will present his/her first draft to the class. We'll respond to two student papers each week up to Spring Break (come to the first class prepared to pick presentation dates; bring your calendars!). Following Spring Break, we'll move to round two, where each student will submit a revised version of the paper he/she presented in the first part of the course. On this second round you will critique the papers as if they were journal articles being submitted for your consideration.
The mechanics:
1) Please send an electronic copy of your paper to each person in the class (including me) one week prior to the class session. I'll send you the email addresses.
2) For the first time around only, on an attached front sheet please indicate where your paper is in the drafting process: this is the first time these thoughts have seen the light of day (it's really a first draft!); you turned it in for a course paper, but haven't revised it; you revised it from a course paper; it's a qualifying paper you want to ready for publication; it's a dissertation chapter that's fairly polished; and so forth).
3) Each week, please send emails of your written critiques to all class members no later than 9 a.m. Wednesday morning. If two people are presenting, you should send around two sets of critiques. Focus on being constructive! No ad hominem critiques. We must create a safe place to analyze our writing. [Minor copyediting, or other marginal comments, should be written directly on the paper and given to the author during class.]
4) Each author will "facilitate" her/his own session. Begin with a five-minute intro to orient us. Then open the session for comments/suggestions/critiques.
5) We're a community, so don't be a free rider: making our writing seminar work requires commitment on the part of all class members. My expectation is that each student will facilitate one of the book readings, distribute papers to the class one week prior to discussion, write and distribute comments on all discussed papers, and respond to any other written assignments as required (e.g., journal assignment). Attendance and participation in class is required.
6) Round-two comments: After Spring Break, you'll write your comments directly
on forms used by journals for the reviewing process. I have put these online
for you (using ASR as an example):
ASR Report to Editor
ASR Report to Author
Write directly on the latter, and send around as your email comments.
V. Assignments
In addition to the regular critiquing, you have two additional writing assignments:
1) Journal AssignmentOn March 25th, bring in (1) an abstract of your paper as it might appear in a journal, and (2) a copy of specifications for submission to an appropriate journal of your choice (often available online). Include a paragraph describing why this journal is the appropriate one for your paper. Bring enough copies for everyone in the class.
We'll talk more in class about how to do this, but to get started, check
out ASA's posted information on all their journals:
http://www.asanet.org/pubs/jsubaddr.html
The ASA also posts a larger list of publishing outlets:
http://www.asanet.org/members/asajournals.html
And, for ASA members, you can check out the ASA Style Guide:
http://www.asanet.org/memarea/
2) Final paper
Turn in your final paper by April 29th. No incompletes!
VI. Course schedule:
January 22nd: Cuba, Marx [also: Chronicle article on inspiration, recommended]
January 29th: Strunk & White, Becker
February 5th: Ross-Larson (on sentences), Ross-Larson (on paragraphs)/ John
February 12th: Anna; Megan
February 19th: [ESS meetings 2/19-22] Shelley; Dmitry
February 26th: Sourabh; Angel
March 4th: Jeff; Maria
March 11th: Roksana; Terri
March 18th: Spring break!
March 25th: Journal assignment due/ John
April 1st: Anna; Megan
April 8th: Shelly; Dmitry
April 15th: Sourabh; Angel
April 22nd: Jeff; Maria
April 29th: Roksana; Terri
May 6th: Final paper due
VII. Other writing resources:
Others have written usefully about the sociological writing and thinking process:
Lee Clarke, "Notes on Proposing" and "On Writing and Criticism"
Sarah Rosenfield, "Some Things To Think About While Reading Papers"
James Jasper, "Why So Many Academics are Lousy Writers"
American Sociological Association, "Writing an Informative Abstract"
And, for some humor: "How
to Write Good"